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CBE Life Sciences Education
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April 25, 2023
The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates
Tala Araghi, Carly A Busch, Katelyn M Cooper
Plos One
|
July 19, 2023
Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering
Carly A Busch, Katelyn M Cooper, Sara E Brownell
Journal of Microbiology & Biology Education
|
April 28, 2025
Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses
Katelyn M Cooper, Carly A Busch, Sara E Brownell
CBE Life Sciences Education
|
May 17, 2022
Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course
Carly A Busch, K Supriya, Katelyn M Cooper, et al.
PLOS Mental Health
|
February 9, 2026
Why U.S. science and engineering undergraduates who struggle with mental health are left without role models
Carly A Busch, Margaret Barstow, Sara E Brownell, et al.
Bioscience
|
August 15, 2025
National randomized experimental study finds no evidence of undergraduate bias against LGB biology instructors, even in LGB-unfriendly states
Carly A Busch, Parth B Bhanderi, Sara E Brownell, et al.
Plos One
|
June 1, 2022
Aspects of online college science courses that alleviate and exacerbate undergraduate depression
Carly A Busch, Tasneem F Mohammed, Erika M Nadile, et al.
CBE Life Sciences Education
|
November 7, 2025
Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities
Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, et al.
CBE Life Sciences Education
|
April 15, 2024
Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits
Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, et al.
Advances in Physiology Education
|
July 28, 2022
Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions
Anna E Abraham, Carly A Busch, Sara E Brownell, et al.
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of 2
Search research articles
Search
Showing results (1-10 of 19) with videos related to
Sort By:
Page
of 2
CBE Life Sciences Education
|
April 25, 2023
The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates
Tala Araghi, Carly A Busch, Katelyn M Cooper
Plos One
|
July 19, 2023
Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering
Carly A Busch, Katelyn M Cooper, Sara E Brownell
Journal of Microbiology & Biology Education
|
April 28, 2025
Student identities predict classmate and instructor fear of negative evaluation among undergraduates in large-enrollment introductory biology courses
Katelyn M Cooper, Carly A Busch, Sara E Brownell
CBE Life Sciences Education
|
May 17, 2022
Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course
Carly A Busch, K Supriya, Katelyn M Cooper, et al.
PLOS Mental Health
|
February 9, 2026
Why U.S. science and engineering undergraduates who struggle with mental health are left without role models
Carly A Busch, Margaret Barstow, Sara E Brownell, et al.
Bioscience
|
August 15, 2025
National randomized experimental study finds no evidence of undergraduate bias against LGB biology instructors, even in LGB-unfriendly states
Carly A Busch, Parth B Bhanderi, Sara E Brownell, et al.
Plos One
|
June 1, 2022
Aspects of online college science courses that alleviate and exacerbate undergraduate depression
Carly A Busch, Tasneem F Mohammed, Erika M Nadile, et al.
CBE Life Sciences Education
|
November 7, 2025
Nine Undergraduate Biology Instructors Revealing their LGBTQ+ Identities in Class Resulted in Benefits for their LGBTQ+ Students and Students with Other Marginalized Identities
Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, et al.
CBE Life Sciences Education
|
April 15, 2024
Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits
Carly A Busch, Parth B Bhanderi, Katelyn M Cooper, et al.
Advances in Physiology Education
|
July 28, 2022
Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions
Anna E Abraham, Carly A Busch, Sara E Brownell, et al.
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of 2